scholarly journals Contrasting Warlpiri and English Language Features

2021 ◽  
Vol 8 (2) ◽  
pp. 34
Author(s):  
Dennis Michael Bryant
Keyword(s):  
English Language ◽  
Language Differences ◽  
Australian Aboriginal ◽  
Strong Contrast

If you were to think that the English language and the Australian Aboriginal Warlpiri language are poles apart in character and nature, you could be correct, at least in principle. There are differences, of course, but the intriguing question must be whether those language differences are sufficient enough to form a strong contrast between the languages. This paper proposes the thesis that a demonstration of just a small number of differences, each of which is critical in nature, would ensure that Warlpiri will be seen, not just as apart from English, but as worlds apart from English; that is, the Warlpiri language has cleaved loyally to its heritage of complexity, while English has cleaved far away from its now distant origins and could be described as simplistic when viewed against the complex richness of Warlpiri. The methodology used in this essay is to provide Warlpiri language exemplars across a small number of the diverse differences which make Warlpiri unique in its own ways, while listing a small number of differences that make English unique. This discussion should make understandable Warlpiri youth’s recent drive to creating a parallel and successful version of their language.

The Role of Dynamic Assessment Within the Response to Intervention Model in School-Age English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 99-106 ◽  
Author(s):  
Linda I. Rosa-Lugo ◽  
Elizabeth Rivera ◽  
Terrie Kate Rierson
Keyword(s):  
English Language Learners ◽  
Response To Intervention ◽  
Language Learners ◽  
English Language ◽  
Dynamic Assessment ◽  
School Age ◽  
Language Differences ◽  
Idea 2004 ◽  
Rti Model

Response to Intervention (RtI) has been recommended in IDEA (2004) as an alternative approach for addressing the needs of all learners. This article discusses the role of dynamic assessment (DA) within the RtI Model for school-age English Language Learners (ELLs). This article provides an overview of DA and RtI, notes their similarities and differences, and discusses the usefulness of DA and RtI in helping speech-language pathologists (SLPs) discriminate language differences from language disorders and monitor progress in ELLs. A case study is presented to demonstrate how SLPs can use DA and RtI in the assessment of ELLs.

Abstract TP257: Is Non-English Language Correlated to Inaccurate Initial "Last Known Normal" Reports by Emergency Responders?

Stroke ◽  
2020 ◽  
Vol 51 (Suppl_1) ◽  
Author(s):  
Alyssa Bautista ◽  
Christian Saavedra-Chavez ◽  
Karen Rapp ◽  
Brett C Meyer
Keyword(s):  
Racial Differences ◽  
English Language ◽  
Language Preference ◽  
Stroke Treatment ◽  
Language Differences ◽  
Stroke Registry ◽  
Emergency Responders ◽  
Race Disparities ◽  
Group A ◽  
Group B

Background: Prior studies have looked into language and race disparities in receiving IV thrombolysis, however none into its correlation in obtaining accurate Last Known Normal (LKN) times that critically guide decision-making for acute stroke treatment. We sought to assess if non-English language preference was associated with inaccurate initial reporting of LKN time by emergency responders compared to LKN obtained by neurologists. Methods: Data was obtained from an IRB approved stroke registry in a single center from July 2013 to December 2018, for LKN time documented by a neurologist (“LKN2”). Manual chart review was done to document 1st reported LKN time as documented by EMS (or ED if no runsheets available) (“LKN1”). Inpatient stroke codes and hospital transfers were excluded. Differences in LKN1 and LKN2 were computed and stratified into Groups A (LKN1 is earlier in time than LKN2), B (LKN1 is the same as LKN2), and C (LKN1 is later in time than LKN2). Spearman correlation was used to analyze language differences; race between groups were compared using ANOVA. Results: Of total 990 stroke codes, 59.9% had discrepancy in LKN1 and LKN2 (17.9% in Group A, 42% in Group C) whereas 40.1% had agreeable LKN1 and LKN2 (Group B). Data for preferred language and race was available in 985 and 950 stroke codes, respectively. Language preference for English versus non-English is listed in Table 1, where no difference was found when Groups A and C (discrepant LKN1 and LKN2) was compared to Group B (p=0.68). Race of each group is listed in Table 2, where no difference was noted among Groups A, B, C as well (p=0.68). Conclusion: Non-English language preference among patients did not correlate with inaccurate reporting of LKN times by emergency responders. There were no significant racial differences found as well between groups with discrepant and agreeable LKN1 and LKN2 times.

scholarly journals Systematic Review of Dementia Support Programs with Multicultural and Multilingual Populations

Geriatrics ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 8
Author(s):  
Abriella Demanes ◽  
Katherine T. Ward ◽  
Amy Tu Wang ◽  
Mailee Hess
Keyword(s):  
Systematic Review ◽  
English Language ◽  
Safety Net ◽  
Dementia Care ◽  
Language Differences ◽  
Barriers To Access ◽  
Quality Of Life Indicators ◽  
Study Results ◽  
English Speaking

Background: Dementia care programs have become more common due to a growing number of persons living with dementia and lack of substantial benefit from pharmacologic therapies. Cultural and language differences may present barriers to access and efficacy of these programs. In this article, we aimed to systematically review the current literature regarding outcomes of dementia care programs that included multicultural and non-English speaking populations. Methods: A systematic review was conducted using four scientific search engines. All studies included in the review are English language, randomized control trials evaluating various care coordination models. The initial search strategy focusing on studies specifically targeting multicultural and non-English speaking populations resulted in too few articles. We expanded our search to articles that included these populations although these populations may not have been the focus of the study. Results: Seven articles met inclusion criteria for final review. Measured outcomes included emergency room use, hospitalizations, provider visits, quality of life indicators, depression scores, and caregiver burden. Conclusions: Dementia care programs demonstrate significant ability to provide support and improve outcomes for those living with dementia and their caregivers. There is limited research in this field and thus opportunity for further study in underserved and safety net populations including more high-quality randomized controlled trials with larger sample sizes.

scholarly journals Collaborative Inquiry Groups: Empowering Teachers to Work with English Language Learners

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Kevin Murry ◽  
Socorro Herrera
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Collaborative Inquiry ◽  
The United States ◽  
Language Differences ◽  
Ell Students ◽  
Inquiry Group ◽  
Empowering Teachers ◽  
Inquiry Groups

As grade-level teachers in the United States become increasingly responsible for educating English language learning (ELL) students, it is imperative that they re-evaluate their perspectives on instruction. This paper describes a program designed to prepare in-service teachers for enhancing their instructional effectiveness with ELL students in their traditional classrooms. The program emphasizes the use of collaborative inquiry groups in which teachers serve as critical colleagues, challenging one another to implement research and theory-driven practices and, most importantly, reflect upon their existing assumptions with regard to the instruction of ELL students. Teachers participating in the program completed a survey to describe their experience in an inquiry group. The findings of this study demonstrate noteworthy changes in teacher perspectives on language differences among, and appropriate literacy paradigms for, ELL students. Key among these changes were participants’ demonstrated transformations in perspective regarding the role of native language support in ELL students’ development of literacy and content-area skills and understandings.

Supporting Language and Literacy Development for English Language Learners

2017 ◽  
pp. 339-354
Author(s):  
Beatrice Adera
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Instructional Support ◽  
Classroom Teachers ◽  
Language And Literacy ◽  
Language Differences ◽  
Changing Demographics ◽  
The U.S

Classroom teachers throughout the U.S. are faced with a variety of challenges due to the rapidly changing demographics in their classrooms. These teachers must recognize and address the vast cultural, ethnic and language differences represented while at the same time adhering to the different accountability based federal and state mandates. This chapter provides an overview of the policies regarding education of English Language Leaners (ELLs), examines different ethnic groups represented within ELL subgroups including basic demographic information across the different states in the U.S. The chapter also examines challenges hindering school success and effective instructional support and strategies that facilitate language development and academic literacy.

Multilingual scholarship and the paradox of translation and language in management and organization studies

Organization ◽  
2012 ◽  
Vol 20 (1) ◽  
pp. 131-142 ◽  
Author(s):  
Chris Steyaert ◽  
Maddy Janssens
Keyword(s):  
English Language ◽  
Lingua Franca ◽  
Organization Studies ◽  
Language Differences ◽  
Academic Practices ◽  
English As Lingua Franca ◽  
Do So

This article questions the unreflexive use of English in academic practices by highlighting the paradox of multilingual scholarship and the need for practices that may help both scholars and journals to become inventive in performing multilingual scholarship. Even when academic outputs are only in English, language multiplicity exists and needs to be reflected upon. To do so, we introduce the three strategies of scandalization, scrutinization, and invention which respectively document and question the naturalization of English as lingua franca, inquire into linguistic negotiations and its effects, and make multiplicity visible. It is our belief that there is currently too little agony about and critique of the hegemony of English based on a kind of pragmatism; this situation prevents us from being more imaginative and experimental in the ways we include other languages and language differences.

scholarly journals Increasing ELL Parental Involvement and Engagement: Exploration of K-12 Administrators in a Rural State

2019 ◽  
Vol 12 (10) ◽  
pp. 29 ◽  
Author(s):  
Matthew Wesley Parsons ◽  
Jenna Min Shim
Keyword(s):  
English Language Learners ◽  
Parental Involvement ◽  
Language Learners ◽  
Online Survey ◽  
English Language ◽  
Parental Engagement ◽  
Language Differences ◽  
Rural State ◽  
K 12

This study reports the findings from an exploration of K-12 administrators in a rural state about how they can more effectively engage and involve families of English language learners (ELLs). The guiding questions for this study are: (1) How does the role of administrators influence the engagement and involvement of ELL parents within K-12 education? (2) What can administrators do within their districts specific to their district in order to facilitate ELL parental engagement and involvement? Through an online survey and in-person interviews, the authors focus specifically on the perceived level of engagement of ELL families as it pertains to districts in general and a specific district. Furthermore, preconceived notions of expectations and language differences and the effectiveness of programs currently offered overall throughout the rural state are explored. Finally, the authors offer suggestions on how to better involve and engage ELLs and their families.

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

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